Chart for teaching number tests.



J. H. FASSETT.

CHART FOR TEACHING NUMBER TESTS.

ARPuATloN man APA.12. 1915.

1.151,171. Patented Aug. 24, 1915.

WITNESES: IN V EN TOR.

@06d I BY Wwf/ A TTOR NE YS JAMES H. FASSETT, OF NASHUA,1\TEW HAMPSHIRE.

y l CHART FOR 'TEACHING' NUMBER TESTS.

Specification of Letters Patent.

Patented Aug. 24, l 1915.

Applcationled April 12, 1915. Serial No. 20,627.

and useful Improvements in Charts for Teaching Number Tests, of which the following is a specification'.

This invention relates to improvements in instruction `charts or cards for use in teaching arithmetic in schools. It is a well known fact that, in teaching this branch of study,it is necessary to have all of the pupils attain a certain degree of efliciency or rapidity, as, for example, in the use of addition and multiplication tables.

An object, therefore, of the present invention^`is to provide a teaching chart for pupils use in order to determine the efficiency of the class as a whole in number work.

The invention, broadly, comprises a series of cards, all of which are similar in general character and appearance, buty each card will contain different sets of problems or'examples. On the front or obverse side of each card is printed the time-limit period within which the class, as a whole, shall solve a delinite number of examples, as twenty-live,- this time-limit having previously been carefully determined as a result of long study and experiments in many different schools and with various classes. The present invention is based upon the results attained from these studies and experiments. In short, the present invention is intended to standardize the work of classes in the use of numbers. It is also based upon the psychological truth that the brain centers involved in writing facts of multiplication are entirely distinct from the centers involving the knowledge of the oral facts of multiplication. A pupil may be able to recite rapidly the multiplication table and yet be unable to accurately use the table when required to write out the answer. It is obvious, therefore, that, while the oral tables are of some value, the accurate written knowledge of these tables is of infinitely greater value.

Referring to the drawings- Figure 1 illustrates the obverse side of one of a series of cards involving the use of the addition and multiplication tables and containing two series of twenty-five examples each, and in dotted lines at the right a sheet of paper on which the pupil is to write the answers. Fig. 2 illustrates the reverse side of the card showing the answers tothe examples of the two series of twenty-five examples given on .nates one of a series of instruction cards.

The number of the card shown happens to be 8 the character or number' 8A, shown at 2, at the upper right hand side designating the number of the card and the iirst series of examples in the correspondingly located column below this number.

3 indicates the time-limit within which the class asa whole is required to solve the examples in order to conform to the standardized feature for such work as numerously proved experiments and tests have clearly demonstrated.

4 designates one series of examples and 4 another on the obverse side of the card. The obverse side of the card is indicated bythe 5 designates a blank sheet of paper corresponding in length with the card and inserted by the pupil under the card.' Upon this sheet and adjacent the edge of the card, the pupil writes his answers as indicated at 6. The next step in the use of the cards is for the pupil to check-up his answers, shown at 6, without aid from the teacher. This is readily accomplished by simply reversing the card bringing the reverse side 12 up. The correct answers to the examples given in column 4, Fig. 1, are shown on the reverse side in column 42. The pupil now compares or checks-up his answers indicated at 6 on the sheet 5 with the answers given inthe column 4. The teacher, of course, times the class as a whole during this operation, as, for, example, on the card shown the standard time is one minute and twenty-two seconds. The pupils enthusiasm is thus aroused to nish the examples within the time required, and also to beat their previous records.

The examples given in the column 4 are, of course, solved in the same manner as that already described, and the answers are shown at 43.

It will thus be seen that I have produced a simple, eiiicient, and inexpensive system of accurately and quickly testing a pupils knowledge of simple arithmetic examples.

It should be stated that, in solving the examples shown in the column at 4, it is only necessaryv to turn the card or chart :reference character 1 and the reverse side 8B will indicate the second set or series" of examples. The reverse side of the card when turned end for end will show the answers at 4:3 of the examples under 8B.

It should be observed that the examples and answers are located at the extreme opposite edges of the chart7 and also the sheet 5 permits the answers to be Aconveniently written thereon and in juxtaposition with the answers on the charts for comparison when the chart is reversed.

What I claim is- 1. A teaching chart, having on its obverse face two series of arithmetic examples arranged in reverse order and in a space at the upper end thereof reading matter to indicate the standard time limit within which the examples should be solved, and on its reverse side two vseries of answers arranged in reverse order to correspond in position and arrangement with the examples on the obverse `side to furnish the pupils with means for checking up their answers without aid from a teacher, said examples and answers being located at the extreme edges ofthe chart, `whereby a pupil may conveniently write the answers on a sheet located below thel chart and projecting beyond the edge thereof.

2. An arithmetic chart designed for testing the rapidity for solving examples in a given length of time and having on one side columns containing the examples to be solved, and arranged in reverse order from top to bottom, a space in which is written the time within which the list of examples in that column are to be solved, its reverse side containing inl correspondingly arranged position the answers of the examples lshown on the obverse side and arranged in corresponding reverse order from top to bottom to enable pupils to check up their answers without aid from a teacher, the examples and answers being located at the extreme opposite edges of the chart, whereby the pupil may conveniently write the answers on a sheet of paper located below the chart and projecting beyond the edges thereof and in juxtaposition to the edges of, the chart.

` JAMES H. FASSETT.

Witnesses: JOHN R. SPRING, INEz M. DAMON.

Copies of this patent-may be obtained for ve cents each, 'by addressing` the Commissioner ofl'atents,

' Washington, D. G. 

